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This study was conceived to help determine the prospective impact of introduction of ICT on achievement in English language reading skills in Kenyan secondary schools. The study was conducted among Form 2 students in four selected secondary schools in Nakuru County. The study used Randomized Control Trial (RCT)approach, through the pre-test-post-test method. Data were collected in two stages, first at the pretest stage before the intervention, followed by the post-test stage after the Reliability of the instruments was estimated using Cronbach’s alpha; where a correlation co-efficient of ≥ 0.81 was achieved. Sampling for the study was through the multi-stage technique, with purposive sampling first to identify schools with desired characteristics, followed by random selection to select schools for the study. The potential impact of ICT on students’ achievement was estimated using Difference in Differences (DD) technique, t-tests and effect size to test for differences in the means of the scores of the two groups. Effect size was estimated using Cohen’s criteria. Testing of the instruments was done through conduction of pilot studies in two schools, one as a test and the other as a control, to determine the reliability of the instruments for the study. The results of this study indicated that there was significant difference in achievement in reading skills in favour of the experimental group. It is, therefore, recommended that the government significantly improves the current classroom ICT situation in Kenyan classrooms in order that learners may fully benefit from the education they receive.

Prospective Impact of Technologically Enhanced Language Learning On Learner Achievement in Reading Skills-A Case Study of Nakuru County